{"id":425,"date":"2019-10-20T20:01:52","date_gmt":"2019-10-21T01:01:52","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/?page_id=425"},"modified":"2019-11-07T18:35:24","modified_gmt":"2019-11-07T23:35:24","slug":"explicit-instruction-case-study-part-three","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/explicit-instruction-case-study-part-three\/","title":{"rendered":"Explicit Instruction Case Study Part Three"},"content":{"rendered":"

\"Case<\/p>\n

In the second part of the case study, we saw how Mrs. Adams used the elements of explicit instruction.\u00a0 Let\u2019s review what she did:<\/p>\n

Element #9<\/strong> – Mrs. Adams provided her students with a range of examples and non-examples for the digraph “sh.”<\/p>\n

Element #14<\/strong> –\u00a0 Mrs. Adams is delivering her lesson at a brisk pace to maximize instructional time and decrease students time off task.<\/p>\n

 <\/p>\n

Let\u2019s see how Mrs. Adams continues her lesson with the elements of explicit instruction.\u00a0<\/strong><\/p>\n

 <\/p>\n

“Now that we have seen some examples and non-examples of the digraph “sh,” let’s do some practice.\u00a0 I am going to show you a card with a word on it.\u00a0 You are going to decide if this word is an example or a non-example.\u00a0 When I say “everyone,” you are either going to put a thumbs up for example or a thumbs down for a non-example.”<\/p>\n

“Let’s practice the signal with the word card “ship.”\u00a0 (Presents students with the word card “ship.”)<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

“Remember, if this is an example it’s a thumbs up and if it is a non-example, then it’s a thumbs down.\u00a0 Here we go…everyone (allows wait time) – everyone puts their thumbs up.\u00a0 Great job guys.\u00a0 This is an example of a word with the digraph “sh.”<\/p>\n

“Now let’s get started with our practice.\u00a0 Remember that you have your “digraph sh” card to help you while you decide if the word is an example or non-example.\u00a0 Here we go!”<\/p>\n

Is this word an example of a word with the digraph “sh” in it?\u00a0 (Presents students with the word card for “shot.”)<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

“Think about it. (allows for wait time) Everyone – (everyone gives a thumbs up).\u00a0 Very good, this is an example of a word with the digraph “sh.”\u00a0 Can everyone point to the digraph “sh” on the card?\u00a0 Everyone – (everyone points to “sh” on the card).<\/p>\n

“Great job everyone.\u00a0 I like how you are using the correct signals when answering the question.\u00a0 Let’s practice another one.”<\/p>\n

“Let’s look at this word.”\u00a0 (Presents students with the word card “slot.”)<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

“Is this an example of a word with “sh” in it?\u00a0 Think about it. (allows for wait time) Everyone” – (Joey and Oscar give a thumbs down but Jordyn gives a thumbs up).<\/p>\n

“Let’s look at this one.\u00a0 In this word, there is only the letter “s”.\u00a0 Give me a thumbs up or a thumbs down if you see the letter “h.”\u00a0 Everyone” – (everyone gives a thumbs down).\u00a0 Very good, there is no “h” in the word “slot.”\u00a0 Let’s practice this one again.\u00a0 Is this an example of a word with “sh” in it?\u00a0 Think about it. (allows for wait time) Everyone – (everyone gives a thumbs down).\u00a0 Excellent, this is not an example of a word with “sh” in it.<\/p>\n

Mrs. Adams continues to practice with the students with the words “shoot,” “slate,” “house,” and “shock.”\u00a0 During this time, the students all get signals correct.\u00a0 Mrs. Adams has monitored the students performance during the guided practice.\u00a0 She has determined that the students are ready for individual practice.<\/p>\n

\"Break<\/p>\n

 <\/p>\n

Let\u2019s break down Mrs. Adam\u2019s lesson introduction and identify which of the elements of explicit instruction that she used.<\/p>\n

Mrs. Adams is provided her students with multiple opportunities for guided practice with words that do and do not contain “sh.” (Element #10)\u00a0<\/strong><\/p>\n

She is monitoring the students performance closely to see if students are ready for independent practice with the skill.\u00a0 (Element #12)\u00a0<\/strong><\/p>\n

 <\/p>\n

Let\u2019s visit Case Study Part 4 to see how Mrs. Adams\u00a0wraps up her lesson using the elements of explicit instruction.\u00a0\u00a0<\/strong><\/p>\n

 <\/p>\n

Click on the image below to see Case Study Part 4.\u00a0\u00a0<\/strong><\/p>\n

\"Click<\/a><\/p>\n

 <\/p>\n

\"To<\/a><\/p>\n

 <\/p>\n

References:<\/strong><\/p>\n

Archer, A. L., & Hughes, C. A. (2011).\u00a0Explicit instruction: Effective and efficient teaching<\/i>. New York: Guilford Press.<\/p>\n","protected":false},"excerpt":{"rendered":"

In the second part of the case study, we saw how Mrs. Adams used the elements of explicit instruction.\u00a0 Let\u2019s review what she did: Element #9 – Mrs. Adams provided her students with a range of examples and non-examples for the digraph “sh.” Element #14 –\u00a0 Mrs. Adams is delivering her lesson at a brisk…<\/p>\n","protected":false},"author":8585,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-425","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/425","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/users\/8585"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/comments?post=425"}],"version-history":[{"count":7,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/425\/revisions"}],"predecessor-version":[{"id":1186,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/425\/revisions\/1186"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/media?parent=425"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/tags?post=425"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}